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Showing 1 to 15 of 771 results
Peer reviewed
Direct linkDaniel, Wallace – New Directions for Teaching and Learning, 2014
Building on classical and recent studies of the learning paradigm of higher education, the author distinguishes between receiving ideas and using them and how universities might educate students to be more open to the world, open to discovery and creativity.
Descriptors: Communities of Practice, Higher Education, Universities, Educational Practices
Diggles, Kimberly – New Directions for Teaching and Learning, 2014
Racial awareness is a critical foundation to racial sensitivity, and it is a necessity for future professionals who want to be prepared to succeed in an increasingly diverse society. Several factors have been shown to influence racial awareness in professionals including their own race, their personal experience with racism, and the amount/quality…
Descriptors: Higher Education, Racial Differences, Teacher Competencies, Knowledge Level
Walker, Anthony – New Directions for Teaching and Learning, 2014
Access to higher education continues to expand in the United States. And, as opportunity has continued to increase, so too has the amount of diversity present throughout higher education. These trends, combined with the fundamental principles connected to the purpose of higher education, work to create culturally relevant and responsive practice.…
Descriptors: Access to Education, Educational Trends, Student Diversity, Higher Education
Fullerton, Darren S. – New Directions for Teaching and Learning, 2013
Data from a focus group of undergraduate students confirm that students view themselves as deserving entitled treatment in higher education.
Descriptors: Undergraduate Students, Student Attitudes, Access to Education, Higher Education
Kanagala, Vijay; Rendon, Laura I. – New Directions for Teaching and Learning, 2013
Recently, there has been a surge of interest in employing contemplative teaching and learning practices in college classrooms. The authors define contemplative pedagogy as a teaching and learning experience that involves the learner in a participatory epistemology characterized by a deeply immersed, insightful learning experience fostered through…
Descriptors: Learning Strategies, Classroom Environment, Learning Experience, Epistemology
Zajonc, Arthur – New Directions for Teaching and Learning, 2013
During the last fifteen years a quiet pedagogical revolution has taken place in colleges, universities, and community colleges across the United States and increasingly around the world. Often flying under the name "contemplative pedagogy," it offers to its practitioners a wide range of educational methods that support the development of student…
Descriptors: Higher Education, College Instruction, Educational Change, Metacognition
Britton, Willoughby B.; Brown, Anne-Catharine; Kaplan, Christopher T.; Goldman, Roberta E.; DeLuca, Marie; Rojiani, Rahil; Reis, Harry; Xi, Mandy; Chou, Jonathan C.; McKenna, Faye; Hitchcock, Peter; Rocha, Tomas A.; Himmelfarb, Josh; Margolis, David M.; Niles, Halsey F.; Eckert, Allison M.; Frank, Tana – New Directions for Teaching and Learning, 2013
Contemplative practices, which engage the subjective or "first-person" perspective, are being incorporated into systems of higher education that have traditionally relied on didactic or "third-person" approaches (Dederer 2007; Kroll 2010; Repetti 2010; Roth 2006; Shapiro, Brown, and Astin 2011; Smith 2006; Zajonc 2006). The students who are…
Descriptors: Higher Education, Teaching Methods, Educational Change, Metacognition
Sanders, Linda A. – New Directions for Teaching and Learning, 2013
As a lifelong theater artist and educator, as well as practitioner of a variety of meditative techniques, this author has been keenly interested in the potential impact of sitting meditation and other contemplative practices on acting, vocal, and movement training in college and university performing arts departments. For many years, she wondered…
Descriptors: Higher Education, Masters Programs, Fine Arts, Theater Arts
Coburn, Thomas B. – New Directions for Teaching and Learning, 2013
This chapter argues that today's dominant forms of education are insufficient for today's world because they ignore the vast and conventionally untapped resource that lies in the disciplined inwardness that is contemplative life. It then surveys a range of transformative examples that are emerging in the educational movement known as…
Descriptors: Futures (of Society), Educational Methods, Transformative Learning, Educational Philosophy
Stabile, Christopher; Ritchie, William F. – New Directions for Teaching and Learning, 2013
This article suggests that institutional attitude toward faculty learning initiatives, which is determined by its belief constructs, influences how faculty learning initiatives will be interpreted and applied. A construct is the organizing framework where an institution demonstrates its belief and values regarding faculty learning initiatives.…
Descriptors: College Faculty, Faculty Development, Training, Enrichment
Schumann, David W.; Peters, John; Olsen, Taimi – New Directions for Teaching and Learning, 2013
The advent of faculty development centers that focus on the improvement of teaching skills and better understanding of student learning concepts dates back to the 1960s. These centers were initiated from a realization that the effectiveness of a faculty member resulted from growth and maturity over time and that certain support systems were…
Descriptors: Higher Education, Stakeholders, Educational Change, Instructional Improvement
McKee, C. William; Johnson, Mitzy; Ritchie, William F.; Tew, W. Mark – New Directions for Teaching and Learning, 2013
During the past four decades, researchers have studied many of the factors contributing to higher education's efforts to provide opportunities of continued professional development for its most important asset: the college and university faculty. This article examines three research projects, detailing their methodology, highlighting selected…
Descriptors: Higher Education, Faculty Development, History, Research Methodology
McKee, C. William; Tew, W. Mark – New Directions for Teaching and Learning, 2013
This article describes selected movements within higher education that communicate one essential point: Faculty must be prepared to lead their institutions through veritable seismic shifts of the very ground on which their institutions are built. To meet these academic and administrative challenges will require the faculty to engage in ongoing…
Descriptors: Higher Education, Partnerships in Education, Faculty Development, Learning Activities
Austin, Ann E.; Sorcinelli, Mary Deane – New Directions for Teaching and Learning, 2013
Faculty development has been evolving in focus and form over the past five decades. Originally organized around sabbatical leaves, faculty development now offers a wide array of programs and involves a growing body of highly professional, deeply dedicated professionals. As both faculty members and faculty developers with over fifty collective…
Descriptors: Higher Education, College Faculty, Organizational Development, Organizational Change
Michalec, Paul; Brower, Gary – New Directions for Teaching and Learning, 2012
A group of faculty and staff gather in a conference room in the student union to share experiences with the soul-role divide at work and in the classroom. The meeting begins with a reminder of the group's conversational norms that invite deep reflection and a safe place for the soul. The purpose of the meeting is exploring the deep heartfelt and…
Descriptors: Meetings, Higher Education, Campuses, Reflection
